CC BY
14
УДК 374
Naimov E. G.
teacher of the department of biological physics, informatics, medical technology Khudayberdieva Kh.U. teacher of the department of biological physics, informatics, medical technology Andijan State Medical Institute
TOPICAL ISSUES OF THE METHODOLOGY OF TEACHING
INFORMATICS
Abstract: The article discusses topical issues of teaching methods of informatics.
Key words: informatics, programming, methodology, Internet, programs.
The global processes of the formation of an automated information society create opportunities for human development and effective solutions to many economic and social problems. However, only those members of society who will possess the necessary knowledge and skills of orientation in such an information space will be able to fully use these opportunities. Therefore, one of the central tasks of secondary education is to provide the younger generation with an opportunity to comprehensively improve information culture and its worldview level. An important role in solving this problem belongs to the school course of computer science. Therefore, it is relevant to research and analyze the priority problems of the course of informatics and its future prospects.
Before talking about the problems and prospects of teaching computer science in secondary school, it is necessary to discuss the main problem - this is the awareness of schoolchildren of the importance of computer science as an academic subject, as well as a clear description of the industry and its goals. The Internet, social networks, blogs, electronic libraries, e-books and digital audio-video photos, mobile phones, instant messaging, IP - telephony, handheld computers and communicators create an idea for the modern schoolchild that about 20 years ago we were in an absolute information vacuum, in which, apart from barriers (social, geographic, political), nothing else existed.
Informatics is a general educational subject and it is necessary to approach it from the systemic positions, which are dictated by the specifics and tasks of secondary general education. The difficulty of its perception lies in the fact that the objectives of the course relate to other subject areas of knowledge - physics, mathematics, astronomy, etc., due to which the study of computer science has an interdisciplinary nature. In this regard, another problem arises, which manifests itself in the absence of a sequence of studying educational blocks that is optimized in terms of content on the basis of intra-subject connections. This leads to irrational use of limited time resources.
In addition, the subject of study of computer science is a whole civilization -informational. Nowadays, children not only need to know about the existence of a computer, not just have an idea about it, but be able to work on it, be able to use this technique . Informatics is not a science about objects or processes, but about methods, means and technologies of their automation, creation and functioning. An essential point that affects the fundamental nature of the science of informatics is that the object of its study is not goals, but patterns. This subject provides not only its in-depth study, but also the practical application of knowledge, skills and abilities to modernize their own learning, as well as optimize the study load.
One of the main problems of education for children is also a sharp change in the leading activity from play to educational (especially for younger students). The formation of educational activity very often does not coincide with the child's play needs, and is very painfully perceived by him. At this stage, it is necessary to organize a smooth transition from a predominantly playful activity to an educational one, using, if possible, playful didactic computer technologies.
The modern view of information activity as a type of creative activity, which requires, in addition to developed logical and systemic thinking, the ability to think resourcefully and productively, orients the computer science teacher to the development of fantasy and creative imagination of students.
In computer science lessons, a systemic perception of the world is formed, an understanding of the unified information connections of various natural and social phenomena, systems thinking develops, the level of which is largely determined by the ability to quickly process information and make informed decisions based on it, which requires additional opportunities from schoolchildren, and from teachers -application of all new methods and teaching aids.
The content of the school course in computer science, to a certain extent, must meet the modern level of development of science and the requirements of society. The development of computer technology, primarily personal computers and their software, is happening so rapidly, and its expansion into all spheres of human activity is so all-encompassing that there is a need for the training and retraining of specialists who can qualitatively teach computer science to children using new information technologies. as well as introduce children to the complex world of modern computer science.
The emergence of new computer technologies also have a significant impact on the expansion of the number of educational topics within the framework of teaching computer science. Computer technologies are developing so rapidly that, no matter how hard education tries to keep up with these technologies, it will be at least one step behind them.
However, in this regard, the problem arises of the ambiguity of the boundaries of school and university computer science courses, which have common themes -for example, teaching the technology of working with a package of office documents. The use of these technologies is often central to the curriculum of not only universities, but also educational schools.
In the context of rapid technological and social changes, which are a sign of the 21st century, the focus of the education system on the assimilation of the knowledge system by schoolchildren, which was justified for several past decades, no longer corresponds to the modern social order, which includes the presence of a system of key competencies among specialists capable of successful self-realization. learning throughout life and in the process of supporting the development of society.
There are a number of other problems, such as insufficient quantitative and qualitative characteristics of the software, which is intended to constantly support the learning of students of the corresponding age group; insufficient number of hours to organize a full-fledged study of the subject, compliance with sanitary and hygienic standards, etc.
The solution of these problems and unsolved tasks is impossible without improving the teaching methods of informatics based on the principles of continuity and consistency in learning.
Informatics increasingly influences the processes of further development of society. It becomes the dominant factor that determines the general potential of society and the prospects for its development. Informatization of society is the most important component of modern civilization, which is characterized by a high level of information and communication technologies and developed information structures. Informatics is being transformed from an essentially technical science into a fundamental science about information and information processes in nature and society.
The general educational and practical importance of the school computer science course will continue to grow steadily and rapidly. The course is acquiring great humanitarian potential. He already plays a significant role in preparing the younger generation for fruitful activities in the information society.
References:
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